personal beliefs
Recently Published Documents


TOTAL DOCUMENTS

388
(FIVE YEARS 132)

H-INDEX

26
(FIVE YEARS 5)

2022 ◽  
Vol 4 (1) ◽  
pp. 205-219
Author(s):  
Lucija Mulej

This paper addresses the theory of knowledge in relativistic terms of Paul Feyerabend, stressing the importance of personal involvement in the research and theorizing. Since the topic is a constant and widely accepted premise the author is insisting that it has been actually ignored in the sociology and philosophy of science. It is apparent in discursive form, neglected in actual consequences for science in general. Defending the thesis of relativism had remained unacknowledged by the general scientific community. Biographies of mavericks and their struggle and exclusion from scientific community etc. had been constant in the history of science. Is science nowadays able to accept criticism and implement arguments of knowledge beyond the institutionalized standards? Throughout this article we argue that personal involvement creates biased scientific facts; acknowledging and applying tacit knowledge we move beyond personal involvement and create appropriate interpretations of facts and phenomena under investigation, where we reconsider the construction of facts and personal beliefs, knowing that our fields of expertise are incommensurable.


2022 ◽  
pp. 44-62
Author(s):  
Benjamin Jules ◽  
Geny Moreno ◽  
Charlotte Fontenot

In recent years, our society has experienced a major renaissance regarding cultural and personal beliefs, which has affected the overall environment and traditions within our current school settings, thus the need for integrating multicultural theoretical practices to ensure success for diverse populations within Pre-K-12 and postsecondary education. According to Guo and Jamal, there is a need for learning environments to embrace diversity and engage in the personification of respect for the views, beliefs, and values of students. This body of work is focused on the identification of barriers surrounding academic achievement for diverse learners in the Pre-K-12 and postsecondary settings and provides useful tools and strategies that educators may use to further support diverse learners.


2022 ◽  
pp. 23-39
Author(s):  
Catherine Hayes

Pedagogical creativity is an opportunity to innovate, create agency, and raise awareness of critical commentary on issues which are often regarded as being central to the concepts of social justice and identity within the context of transformative learning. This chapter provides an insight into the theoretical basis of gamification and its usefulness in explicating the meaning that others ascribe to their individual experiences of the world and how they interpret them. Higher education remains a central forum and situationally responsive focus to highlight those issues which remain topical, yet often unaddressed. This affords a lens of intellectual, rationale articulation of what matters – lives lived in a world still tainted with injustice and the lack of society's impetus and appetite for progressive change. Gamification is posited as a means of facilitating freedom of expression for individuals and collective communities, for whom voicing personal beliefs and standpoints has been a barrier for rationale debate on issues of oppression and the advocacy of agency in practice.


Author(s):  
Michelle Hogan ◽  

Social Judgment Theory can be a useful tool in understanding the ways in which judgment plays a role in how Child Protective Investigators determine if a child has been neglected. In most States, more children are removed by charges of ‘neglect only’ than for any other reason. A close examination of the States’ definitions of childhood neglect may offer insight as to how the writing of laws allows for discernment among case workers and further how their judgment is impacted by their own personal beliefs. In an effort to ensure child safety and prevent future traumas, the utilization of Social Judgment Theory should be considered in the social and psychological research of child welfare. Varying definitions of how neglect may propose a new variable in the differing outcomes of child removal between the states are discussed.


2021 ◽  
Vol 3 ◽  
Author(s):  
Luke Fernandez

This paper describes an innovative learning activity for educating students about human-computer interaction. The goal of this learning activity is to familiarize students with the way instrumentalists on the one hand, and technological determinists on the other, conceive of human-technology interaction, and to assess which theory students favor. This paper describes and evaluates the efficacy of this learning activity and presents preliminary data on student responses. It also establishes a framework for understanding how students initially perceive human-technology interaction and how that understanding can be used to personalize and improve their learning. Instrumentalists believe that technology can be understood simply as a tool or neutral instrument that humans use to achieve their own ends. In contrast, technological determinists believe that technology is not fully under human control, that it has some degree of autonomy, and that it has its own ends. Exposing students to these two theories of human-technological interaction provides five benefits: First, the competing theories deepen students’ ability to describe how technology and humans interact. Second, they provide an ethical framework that students can use to describe how technology and humans should interact. Third, they provide students with a vocabulary that they can use to talk about human freedom and how the design of computing technology may constrain or expand that freedom. Fourth, by challenging students to articulate what theory they favor, the learning is personalized. Fifth, because the learning activity challenges students to express their personal beliefs about how humans and technology interact, the learning activity can help instructors develop a clearer understanding of those beliefs and whether they reinforce what Erin Cech has identified as a culture of depoliticization and disengagement in engineering culture.


Author(s):  
Lyudmila G. Zhedunova ◽  
Nikolay N. Posysoev

The article examines the question of the impact of the pandemic crisis on the basic beliefs of an individual. The results of a comparative study of the structure of basic beliefs during the period of personal crisis, pandemic and outside the crisis period are presented. Based on the analysis of the results of the study, it is concluded that in a pandemic situation, the severity of the conviction that the world around is beautiful and full of goodness decreases, while the «Image of the Self» remains steadily positive. A person perceives the situation of a pandemic detachedly, as an event not related to his individual life.


2021 ◽  
Vol 14 (4) ◽  
pp. 465-481
Author(s):  
Bruno Bonfá-Araujo ◽  
Ariela Raissa Lima-Costa ◽  
Leila Maria Ferreira Couto ◽  
Makilim Nunes Baptista ◽  
Nelson Hauck-Filho

Dark personality traits are amongst the most popular research topics recently. In 2018 the Dark Core of personality was proposed as a common core to capture all aversive subclinical manifestations. In this study, we aimed at investigating how individuals with high scores on the Dark Core perceive control (i.e., internally or externally) and express their spirituality. Participants were 614 adults, mostly females (85.17%), aged from 18 to 73 years-old (M = 36.00; SD = 12.26), and identified themselves as agnostics (22.63%) or Catholics (19.05%). Participants responded to a measure that assessed the Dark Core of personality (D35), the Locus of Control Scale (ELOCUS), and the WHOQOL-spirituality, religiousness, and personal beliefs (WHOQOL-SRPB). We used a path analysis model to estimate their connection. Results indicated that the Dark Core better predicts external locus of control, which respectively predicts connect, strength, and faith, which can be considered as spiritual coping strategies. We concluded that men and women tend to blame external forces when things do not go their way and use personal beliefs to relieve emotional distress.


2021 ◽  
Vol 118 (51) ◽  
pp. e2111615118
Author(s):  
Kevin Gross ◽  
Carl T. Bergstrom

Peer review is an integral component of contemporary science. While peer review focuses attention on promising and interesting science, it also encourages scientists to pursue some questions at the expense of others. Here, we use ideas from forecasting assessment to examine how two modes of peer review—ex ante review of proposals for future work and ex post review of completed science—motivate scientists to favor some questions instead of others. Our main result is that ex ante and ex post peer review push investigators toward distinct sets of scientific questions. This tension arises because ex post review allows investigators to leverage their own scientific beliefs to generate results that others will find surprising, whereas ex ante review does not. Moreover, ex ante review will favor different research questions depending on whether reviewers rank proposals in anticipation of changes to their own personal beliefs or to the beliefs of their peers. The tension between ex ante and ex post review puts investigators in a bind because most researchers need to find projects that will survive both. By unpacking the tension between these two modes of review, we can understand how they shape the landscape of science and how changes to peer review might shift scientific activity in unforeseen directions.


2021 ◽  
Vol 17 (4) ◽  
pp. 257-263
Author(s):  
Marina Maffoni ◽  
Valeria Torlaschi ◽  
Paola Gabanelli ◽  
Paola Abelli ◽  
Antonia Pierobon

Face masks are effective at limiting contagion of the coronavirus. However, adherence to face mask use among the older adult population is often unsatisfactory due to cognitive impairment, misconceptions, and difficulty in retrieving face masks. This brief note provides healthcare professionals with simple suggestions about how to improve face mask adoption in the older adults, in particular if they suffer from mild cognitive impairment. Thus, clinical reflections and psychoeducational suggestions are summarized into a simple mental roadmap. Specifically, the CO-MAsk approach underlines the necessity to consider the following factors: Cognition (possible cognitive impairment), Occasions (real chances to access correct information and proper protection equipment), Motivation (individual motivation towards sanitary prescriptions) and Assumptions (personal beliefs and understandings). Possible obstacles and practical suggestions for are also discussed. It is of paramount importance that healthcare professionals pay attention to emotional, cognitive and psychological aspects to effectively improve the face masks adherence among older adults, specifically when cognitive decline is present.


2021 ◽  
pp. 103985622110570
Author(s):  
Ryan Christopher J ◽  
Callaghan Sascha

Objective To examine the extent to which the Sexuality and Gender Identity Conversion Practices Act 2020 (ACT) and Change or Suppression (Conversion) Practices Prohibition Act 2021 (Vic) might pose a risk to evidence-based and clinically appropriate practice. Method Using a recent publication by Parkinson and Morris as a starting point, the provisions of the new legislation are carefully examined. Results The ACT and Victorian laws do not imperil psychiatrists undertaking evidence-based and clinically appropriate practice. Conclusions While it may be wise for psychiatrists to abandon this area of practice if they hold strong personal beliefs that the failure to identify with one’s natal gender is morally wrong, nothing in the new laws should deter psychiatrists from providing people with gender dysphoria with evidence-based and clinically appropriate care.


Sign in / Sign up

Export Citation Format

Share Document